Abstract
This study examines the factors behind significant improvements in elementary student reading scores within South Carolina’s Camp iRock summer program. South Carolina presents a unique context of high childhood poverty, yet proficient literacy rates. To conduct a quantitative descriptive analysis of student improvement on the Measures of Academic Progress (MAP) Reading test, this study employed a mixed methods approach as well as a qualitative content analysis of the South Carolina’s reading plan program components. A trend analysis reveals a substantial increase in student improvement from 54 (n = 189) in 2022 to 183 (n = 319) in 2023. The study explores the role of university–community partnerships, professional development, data-driven decision-making, and personalized small group instruction. This growth suggests the impact of the identified factors, emphasizing the importance of collaborative models and data-informed strategies in enhancing literacy outcomes.